Computing KS2: Cracking Computing

MARION REILLY: No one likes to feel like they don’t understand what it is they’re trying to teach. It can make you feel apprehensive and anxious about teaching that subject.

I think primary school teachers struggle to teach computing because in the past the curriculum focused on technology that they were familiar with. Things like making a PowerPoint presentation or writing a story.

The new updated computer science curriculums have now focused on much more abstract concepts behind computer science. They’ve brought in new terminology, it all feels much more like a specialist subject; much more technical and not connected to real life. And I think lots of teachers feel that they have no access to it, they don’t know what any of those words or terms mean.

I think as a classroom teacher and a consultant, I’ve used glossaries and written examples but they haven’t really helped me explain the concepts to children. They’re often abstract and quite alienating and they’re not pitched at a reading level that is appropriate for key stage 2 pupils. I think what’s been missing is a clear set of examples with real world connections that enable teachers to explain the concepts and make connections in the children's real lives.

These films cover all the key concepts in the computer science curriculum. They give a really clear overview of each of those concepts using familiar analogies, real world examples that pupils can relate to and inspiring larger scale applications.

Computing is often seen as a specialist subject that’s difficult to learn. We’ve taken the approach that we have because we wanted to demystify those concepts and remind teachers and pupils that they often do have an understanding of them, they just don’t realise it.

NARRATION: Decomposition is much less smelly - it means breaking complicated problems and tasks down into smaller, easier to manage sections. When a computer programmer is faced with a big problem, they start by breaking it down into smaller problems. They ‘decompose’ the problem.

MARION REILLY: Linking abstract concepts to real world examples and everyday computer systems will unlock learning and build teachers’ confidence to deliver the computing curriculum.

I think it’s really important that we deliver these key learning points to primary pupils. Computer science is expanding into every aspect of our daily lives. Finance, work, leisure, entertainment - and I think it’s important that young people can navigate this world confidently.

Teachers can use the films in lots of different ways. They can watch them on their own to develop their own confidence in the terminology. They can use them to provide models and examples of ways to explain those concepts to pupils. They can use them as part of a computing lesson - watching them alongside pupils. And pupils can also watch the films on their own to build their understanding.

These films provide real world examples that help to build confidence in the terminology and concepts. They also offer models for you to explain those concepts to pupils. Once your confidence is developed, then you’ll feel much better about teaching computer science going forward.